Question

What kind of fundamental changes are needed in the structure of education system to make education inclusive? Explain with examples.

Answer 1

Answer:

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Explanation:

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The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.

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Answer 2

Inclusion education ensures, in age-appropriate regular classes, that all pupils attend & are accepted by local schools and are encouraged to learn and contribute, and partake  in all facets of school life. Inclusive education involves how we create and plan our classes, courses, programs and events so that all students learn & participate together.

Explanation:

Inclusive education requires the integration of the whole educational system — legislation and regulations, funding mechanisms, administration , design, distribution and monitoring of instruction, and the organisation of schools. Both children have a right to education. The right to education applies to all children. The fundamental changes which are needed in the structure of education system to make education inclusive are.

• Adequate supports & services for the student
• Well-designed individualised education programs
• Professional development for all teachers who are involved, special & general  educators alike
• Time for teachers to meet, plan, create, & assess the students together
• Reduced class size on the basis of the severity of the student requirements.
• Development of professional & technical skills in group teaching, cooperative learning, peer education, adapted curriculum
• Collaboration between guardians/parents, para educators/teachers, administration, specialists, & outside agencies.
• Adequate funding to allow schools to develop student-based programs, instead of depending only the funding available with schools.

Students with Disability

• Globally, children are excluded from schools where they belong owing to their disability, language, race, religion, gender, & poverty.
• Also, inclusive education means including children with disabilities. However, the interests of children who are disadvantaged are sometimes ignored, restricting their exposure to schooling and their opportunity to take part in educational, cultural and political life. Those kids are among the most possibly out of school in the country. They are continually hindered by discrimination , stigma and the systematic inability of policy making to provide disabilities in school facilities.
• Inclusive education schooling is the most successful means of giving every kid a equal opportunity to go to school, learn & build skills. Every pupil in the same classes in the same schools implies inclusive education. This provides greater educational options for traditionally disadvantaged communities, not only for children with disabilities, but also for native language speakers. The program has a special interest for students from all backgrounds which encourages different classes to work together for the good of everyone.
• Teachers must be qualified at school level, schools upgraded and open learning resources must be provided to students. Stigma and inequality need to be discussed at group level, and people have to be educated for inclusive education. Governments at state level will align legislation and regulations with disability rights and continually gather and review data so as to insure that appropriate programs are accessible to children.

Disadvantaged Students

• For disadvantaged students based on gender, caste, race, class etc, ensure flexibility, training, & tools are accessible to teach students with various requirements and preferred styles. Guarantee sufficient and reliable budgetary resources for kindergartens and schools to ensure the complete integration of all programs and facilities. Empower parents in supportive societies to protect the responsibility of their children to education. Request governments to enforce anti-discrimination legislation, regulatory provisions for equality, and barrier elimination policies
• Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child’s first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together.

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